Longman Academic Writing Series 3 Paragraphs to Essays KEY

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Jane Curtis with contributions from Lindsey Rothschild Educational Technology Consultant

3

FOURTH EDITION

Longman Academic Writing Series

PARAGRAPHS TO ESSAYS

Teacher’s Manual

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Longman Academic Writing Series 3: Paragraphs to Essays, Fourth Edition

Teacher’s Manual

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher.

Pearson Education, 10 Bank Street, White Plains, NY 10606

Staff Credits: The people who made up the Longman Academic Writing Series 3

Teacher’s Manual team, representing editorial, production, design, and manufacturing, are Eleanor Barnes, Shelley Gazes, Amy McCormick, Lise Minovitz, Liza Pleva, and Joan Poole.

Text Composition: TSI Graphics

ISBN-10: 0-13-291567-7

ISBN-13: 978-0-13-291567-0

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Introduction iv

General Teaching Notes 1

Chapter Teaching Notes 9

Chapter 1 Notes 10

Chapter 2 Notes 14

Chapter 3 Notes 18

Chapter 4 Notes 22

Chapter 5 Notes 26

Chapter 6 Notes 29

Chapter 7 Notes 35

Chapter 8 Notes 39

Chapter 9 Notes 44

Chapter 10 Notes 49

Writing Assignment Scoring Rubrics 53

Chapter Quizzes 64

Chapter Quiz Answer Key 83

Student Book Answer Key 89

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Welcome to the new edition of Level 3 in the Longman Academic Writing Series, a fi ve-level

series that prepares English language learners for academic coursework This book, formerly

called Introduction to Academic Writing, is intended for intermediate students in university,

college, or in secondary school programs It offers a carefully structured approach that focuses on writing as a process It teaches rhetoric and sentence structure in a straightforward manner, using

a step-by-step approach, high-interest models, and varied practice types

Like the previous editions, this book integrates instruction in paragraph and essay organization and sentence structure with the writing process It carefully guides students through the steps of the writing process to produce the well-organized, clearly developed paragraphs that are essential

to academic writing in English You will find a wealth of realistic models to guide writers and

clear explanations supported by examples that will help your students through typical rough

spots These explanations are followed by the extensive practice that learners need to assimilate writing skills and write with accuracy and confidence There are interactive tasks throughout

the text—pair work, small-group activities, and full-class discussions—that engage students in the learning process and complement the solitary work that writers must do The tasks progress from recognition exercises to controlled production and culminate in communicative Try It Out activities

The first part of this book presents comprehensive chapters on how to format and structure

basic and specific types of academic paragraphs Students will learn how to organize different paragraph types, including narrative, process, definition, cause / effect, and comparison / contrast paragraphs In the second part, learners are introduced to the basic concepts of essay writing

Finally, the extensive appendices and a thorough index make the text a valuable and easy-to-use reference tool

What’s New in This Edition

Instructors familiar with the previous edition will fi nd these new features:

• Chapter objectives provide clear goals for instruction;

• Two new vocabulary sections, Noticing Vocabulary and Applying Vocabulary explain specifi c types of vocabulary from the writing models and support its use in the Writing Assignment;

• Selected writing models have been updated or replaced, while old favorites have been retained and improved;

• Try It Out! activities challenge students to be creative and apply the skills they have studied;

• Writing Tips contain strategies that experienced writers use;

• Self-Assessments ask students to evaluate their own progress;

• Timed Writing practice develops students’ writing fl uency

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The Teacher’s Manual

The Teacher’s Manual includes everything you need to teach this course It includes

these features:

• General Teaching Notes explain how to use the Student Book effectively;

• Chapter Teaching Notes provide step-by-step instructions on how to teach each section, as well as variations and expansions for the practice activities;

• Writing Assignment Scoring Rubrics facilitate fair and easy grading They can be

photocopied and used for all students in the class;

• Chapter Quizzes assess students’ writing and editing skills They can be photocopied and used for all students in the class An answer key for the quizzes is also provided;

• The Student Book Answer Key provides answers for all Student Book practice activities

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GENERAL

TEACHING NOTES

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GENERAL TEACHING NOTES

These notes describe the chapter organization in the Student Book and provide general suggestions

on how to approach each section They also include information about the Writing Assignment

Scoring Rubrics and Chapter Quizzes in this manual, as well as suggestions on how to integrate technology and a brief description of MyEnglishLab Writing 3 (www.myenglishlab.com for

additional writing skill practice, composition practice, and assessments) Step-by-step teaching

suggestions for the Student Book are in the Chapter Teaching Notes that follow

Student Book

The Student Book contains 10 chapters divided into two parts Part I (Chapters 1–8) presents

comprehensive chapters on how to format and structure basic and specifi c types of academic

paragraphs Students will learn how to organize different paragraph types, including narrative, how-to, defi nition, cause / effect, and compare / contrast paragraphs In Part II (Chapters 9

and 10), learners are introduced to the basic concepts of essay writing Finally, the extensive

appendices and a thorough index make the text a valuable and easy-to-use reference tool

The chapters are generally organized as described below

Chapter Opener

This page includes the chapter title, a photo, and a list of objectives The chapter title and photo

provide an opportunity for students to express ideas about the chapter theme, exercise their

imaginations, and share their experiences The objectives preview the chapter writing skills and

provide a roadmap for teachers and students You may want to spend 10 to 15 minutes on this page

Introduction

The introduction includes a brief presentation of the elements of academic writing or the genre that is the focus of the chapter This section has the following additional components

Writing Model

Each chapter presents a model paragraph (Chapters 1–8) or a model essay (Chapters 9–10) These

provide appropriate models for the chapter Writing Assignment The models are followed by questions that help students notice the important structure, content, and language displayed in the models You may want to add your own questions and have students further analyze the writing models

the format of academic paragraphs Chapter 3 deals with paragraph structure Chapter 2 and

Chapters 4–8 explore rhetorical patterns that include narration, logical division of ideas, process, defi nition, cause / effect, and comparison / contrast In Part II, the focus in on essays Chapter 9 guides students from paragraph to essay writing, and Chapter 10 presents opinion essays © 2014 by Pearson Education, Inc

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Skill-Building: Sentence Structure

The sentence structure sections help students to understand the building blocks of simple,

compound, and complex sentences, including how to correct fragments, run-ons, and comma

splices Brief explanations and clear charts help students understand the basic elements of

English sentence structure

Practice Activities for Organization and Sentence Structure

Practice activities in both the organization and the sentence structure sections reinforce

information that is presented Activities progress from controlled to productive Try It Out!

activities challenge students to apply what they have learned An Answer Key for the activities is

on pages 89–108 of this manual

Going Over Explanations in the Skill-Building Sections: Options

1 Read the material aloud as students look at their books Pause to restate or stress key

points, add examples, and/or ask questions to check comprehension

2 Have students read the material fi rst, either for homework or in class Then call on students

to read the material aloud

3 Have students close their books Use a projector to display the page to the class so that all eyes are on the same part of the text Read the material aloud or have students do so

Practice and Try It Out! Activities: Options

1 Have students complete activities alone to develop independent thinking

2 Ask students to complete tasks with partners or in small groups to increase interaction and promote communication and collaboration skills

3 Have students complete tasks at home if tasks are time consuming and/or class time is

limited

4 As students are working on the activities, walk around the classroom Observe what

students are doing and offer help as needed

Going Over Answers to Practice and Try It Out! Activities: Options

1 Go over the answers orally (e.g., call on individual students or read the answers aloud)

when a task has students choose from among options shown in the book For activities

with a large amount of text (e.g., an entire paragraph), have students number the lines of the paragraph so that they can easily discuss their answers

2 Have a student or students write answers on the board and then go over the answers Give writers the chance to correct their own errors before eliciting corrections from the class Alternatively, select students to read and correct items on the board In this way, more

students can be involved in the correction process

3 Have students compare answers with a partner or members of a group and discuss any

questions or disagreements

4 Have pairs or groups of students who worked together compare answers with another pair

or group

5 Have students exchange books with a partner and check each other’s answers

6 Display a practice exercise from the book using, for example, a document camera and

projector or an interactive whiteboard Have the class tell you or a student how to complete

or correct the sentences

7 Display the answers on a shared website Have students check their work at home

8 Collect students’ written work or view their online postings Correct their work outside of class

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!Applying Vocabulary

This section provides an opportunity for students to apply the vocabulary from the Noticing

Vocabulary section and prepares them to use these words and phrases in the writing assignment

Writing Process and Writing Assignments

The writing process as presented in this book has fi ve steps, which are explained and illustrated

on pages 21–27 of the Student Book Each writing assignment clearly and systematically leads students through the following steps, helping them internalize the process

• Step 1: Prewrite to get ideas Students generate ideas through a variety of strategies such as

listing, freewriting, and clustering This step may be done in class, with students working alone

or with partners

• Step 2: Organize your ideas Students select main points from Step 1 and organize them in a

logical order Students often prefer to do this step at home, but it may also be done in class

• Step 3: Write the fi rst draft Students use their prewriting notes and any outline they have

prepared to write the fi rst draft of their paper This step can be done in class or for homework

If done in class, you can assist and observe what students can do in a given length of time If done for homework, class time is saved, and students who need it can take more time for the assignment at home

• Step 4: Revise and edit the draft Students review the content and organization of their

draft and make notes for revisions In class, they work with a partner to peer review each

other’s work (Peer review is explained on pages 25–26 of the Student Book.) A Peer Review Worksheet provided at the back of the Student Book for each chapter’s writing assignment

guides the reviewers through the process After peer review, students mark up their own papers with changes to be made and write a second draft Students then use the Writer’s Self-Check provided at the back of the Student Book for each chapter to review their second drafts They mark up their papers with additional changes If needed, have students review the correction symbols in Appendix E (pages 250–252)

• Step 5: Write a new draft In this step, students write a new (fi nal) draft to turn in to you

If possible, allow an additional one or two days between the second and fi nal draft to give

students time to see their writing with fresh eyes

Collecting and Evaluating Writing Assignments: Options

1 Have students hand in or email their work to you Another option is to have students

upload their assignments to a blog or a class website

2 You may also want to collect students’ prewriting, marked-up fi rst drafts, and writer’s checks to understand their thinking and assess their progress

3 For suggestions on how to evaluate student work and give feedback, see the Writing

Assignment Scoring Rubrics on pages 53–63 of this manual See page 7 of this manual for more information about the rubrics For correction symbols, see Appendix E on page 250

of the Student Book

4 You may want to give students feedback before they submit their fi nal drafts For example, some instructors do not grade but give students guidance and direction on their second

drafts You can do this by using criteria on the Writing Assignment Scoring Rubrics and pointing out three or four points for individual improvement

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Organizing and Storing Assignments: Options

1 Have students keep their handwritten writing assignments, or printouts of paragraphs, in a folder (portfolio) that they use for that purpose only

2 Have students working on computers set up a system of folders to store their drafts for

each writing assignment Give them guidelines for naming their fi les and for renaming

them when they write a new draft

Portfolio Assessment

Some teachers use student portfolios to assess students’ assignments over the course For the

purposes of assessment, a portfolio is a paper or electronic folder that includes these parts:

(1) two to four samples of fi nal drafts of student assignments along with the earlier drafts,

and (2) an introduction in which students explain what they have learned throughout the term Advantages of portfolio assessment are:

• It encourages students to notice and appreciate their progress through the course

• It encourages students to evaluate their strengths and weaknesses as writers

• It involves students in the evaluation process

Depending on the approach of an instructor or department / program, portfolio assessment may count as 30 to 50 percent of the fi nal grade

3 Have students prepare the introduction to the portfolio The following questions should

help them assess their learning:

• How have your writing practices changed?

• How has your writing improved?

• What are your strengths as a writer?

• What are your weaknesses?

• How do the papers you have included demonstrate your progress and strengths?

4 Provide a grade for students’ assignments and self-assessment

5 Discuss the grades and self-evaluations with students if needed

Self-Assessment

All chapters include self-assessment checklists These give students the chance to review the

chapter objectives and refl ect on what they have learned in the chapter They decide which skills they can do well and which they need to practice more You can go over this list with the class

to get a general sense of how students assess their progress You can also have students give you their self-evaluations This feedback will help inform what kind of review or additional practice your students need

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Expansion (Parts I and II)

This section includes two activities to help students further develop their writing ability The fi rst

is a timed writing, and the second varies from chapter to chapter

Timed Writing

Timed-writing tasks prepare students for situations in which they need to organize their ideas

and write quickly, such as tests If desired, you can display a large clock on a screen in your

classroom Remind students to follow the suggested times for the timed writing The Timed

Writing prompt relates to the chapter theme and writing genre Feel free to replace the suggested prompts with topics that suit your particular class If you decide to do so, select a topic that

is related to themes that students have explored in the chapter to help reduce the pressure

that students feel when writing in class under time restrictions and to allow students to better

demonstrate what they have learned in the chapter

Additional Writing

In this section, students have an opportunity to expand on the chapter theme and practice an

expanded list of academic writing skills, including journaling, summarizing, paraphrasing,

writing emails to professors, and writing an opinion for publication

1 Have students write their journal entries in a paper or electronic notebook

2 Have students post journal entries on a blog The blog can be set up to be viewed by the teacher only or by the whole class It can include photos, audio, and video

3 Have students begin each class by writing in their journals for 5–10 minutes

4 With the student’s permission, read especially thoughtful, funny, or intriguing journal

entries to the class

Appendices

The appendices provide a list of grammar terms used in the text, charts illustrating types

of sentences, a chart of sentence types and connecting words, transition signals, rules for

punctuation, correction symbols, the Peer-Review Worksheets, and the Writer’s Self-Check

Worksheets

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The Online Teacher’s Manual

Features specifi c to the Teacher’s Manual that will help you teach this course include the

following items

Writing Assignment Scoring Rubrics

The photocopiable Writing Assignment Scoring Rubrics on pages 53–63 of this manual help you grade completed assignments fairly and easily They also help students understand the basis for their grades Each rubric refl ects the chapter skills focus, the Writing Assignment directions, and the Writer’s Self-Check worksheet criteria You can adjust the point system for each criterion

to suit the needs and goals of your class Below the rubric in the Comments section, you can

write specifi c comments and suggestions to the student, such as: “Great details! Be careful about spelling.”

Suggested Procedure

1 Hand out copies of the rubric or post it to a class website so that students can refer to it

when completing the assignment

2 After you collect the assignments, use the rubrics to score students’ work

3 Return the rubrics with the marked-up assignments

4 Follow up with teacher-student consultations as needed

Chapter Quizzes

The photocopiable chapter quizzes on pages 64–82 of this Teacher’s Manual will help you assess your students’ profi ciency with the material covered in the chapter Each quiz has three parts

and easily gradable items worth 20 points Parts A and B cover the organization and sentence

structure sections of each chapter Part C is an editing exercise The quizzes can be used in class

or as take-home assignments

Chapter Quiz Answer Key

Use the answer key on pages 83–88 to score the quizzes yourself Alternatively, copy the

answers, write them on the board, or post them to a class website Have students correct their

own papers or exchange papers and correct a partner’s paper

Student Book Answer Key

Answers to the practice exercises in the Student Book are on pages 89–108 of this Teacher’s

Manual

Integrating Technology

Using technology engages students, increases their motivation, and helps them develop skills

that are vital for full participation in higher education Technology can also facilitate interaction among students outside of class Such interaction can promote a sense of community and foster the supportive culture essential to a classroom of developing writers Here are some things to

consider when integrating technology in an academic writing course

Student Skill Levels

Many students have access to computers, tablets, and smart phones and already have technology skills They use applications to communicate in writing (via email, text messaging, and social

networking sites) and to self-publish (on blogs and other websites) Students with little or no such experience can acquire the skills they need with help from you and their classmates © 2014 by Pearson Education, Inc

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Learning Management Systems

Some schools provide a learning management system (LMS) You can also use free web-based learning management systems An LMS provides a password-protected community for you and your students, and it gives you a place to keep course materials, such as information for students, work written by students, and teacher records An LMS also offers students a way to submit

assignments, post to a blog, communicate with you, and participate in online class discussions Students who are familiar with social networking sites will already have some skills needed to use an LMS

Free Online Tools

A variety of free online tools can help you set up systems for organizing or showcasing students’ work For example:

• A class website gives you a place to post your syllabus, provide other course information, and

publish student work

• A wiki allows all class members to contribute writing, discuss ideas, and provide feedback.

• Online presentations allow students to showcase their individual or collaborative work and are

easily embedded within an LMS, website, or wiki

• Blogs allow individual students to publish their writing easily.

MyEnglishLab Writing

Outside of class, students can go to MyEnglishLab Writing 3 at www.myenglishlab.com for

additional writing skill practice, composition practice, and assessments This online program

includes:

• Automatically graded and teacher-graded pre-tests and post-tests

• Automatically graded skill presentation and practice (grammar, sentence structure, mechanics, punctuation, and organization) with feedback on errors

• Genre-specifi c writing presentations, models, and teacher-graded assignments

• Timed and untimed writing options

• A gradebook that both teachers and students can access

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CHAPTER

TEACHING NOTES

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CHAPTER TEACHING NOTES

P A R T I

C H A P T E R 1

Academic

• Write the chapter title on the board and

read it aloud Elicit examples from students

of academic writing Put examples on the

board

• Have students look at the photos and say

what they know about the movie Star

Wars and George Lucas Have students

answer the question under the photos Use

student answers to write a list on the board

of the ways that George Lucas changed

moviemaking

• Point out the list of objectives Explain

that these are the skills that students will

learn in the chapter Read the objectives

aloud, or have students read them Do not

spend much time at this point defi ning or

explaining terms used in the objectives

• Go over the introductory text Emphasize

that academic writing is the kind of writing

students do in school and that there are

rules to follow in academic writing

• Point out that students will have many

opportunities to practice academic writing

in your class, starting with Chapter 1 of the

Student Book

EXTENSION:

Lead a discussion about the kinds of

writing that students do in a typical day

Make a list of student answers on the

board Find out whether students have done

academic writing and, if so, ask for details

of their academic writing experience

• Read the model paragraph aloud, and have students read along silently

• Have students work with a partner or in a small group to answer the questions about the model Go over the answers

• Have students read the explanation about word families

Variation: Write examples of noun and

verb pairs (e.g., writer-write,

division-divide , multiplication-multiply) on the

board Include a pair that has more than

one possible answer (e.g., identity-identify,

identifi cation-identify) Explain the concept

of word family Then have students read the explanation and the chart of examples

• Point out that the words in the chart come from the model paragraph Also point out the spelling patterns in noun and verb word endings

• Read the directions for Practices 1 and

2 aloud Point out that students must use nouns and verbs from the writing model

to complete Practice 1 Point out the noun endings that students can use in Practice 2 Have students complete the tasks Then go over the answers with the class

EXTENSION:

In small groups, have students make a list

of four to fi ve additional noun-verb pairs that they have noticed when reading in English Encourage students to add the words to their notebooks, or compile a list and post it on your class website or blog

• Have students read the introductory text

Point out the important terms: paragraph,

topic , controlling idea, format.

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Formatting the Page (page 6)

• Explain when students will do handwritten

academic writing in your class and when

they will do work on a computer Point

out that there are formatting rules for both

handwritten work and work done on a

computer

• Focus fi rst on the format of handwritten

assignments Point out the terms and rules

on page 6 If possible, display the example

on page 7 on a screen in your classroom

Then do the same for the computer

formatting information

• Read the directions for the Try It Out!

activity on page 10 aloud Because it is

students’ fi rst academic writing assignment

in this book, have them do the exercise

in class Walk around the classroom as

students are working Check the format

of their paragraphs and provide help as

needed Collect students’ papers

Variation: If you have students who choose

to use a computer for their self-introductions,

have them bring laptops to class

• Go over the Writing Tip on page 10 Have

students add a title to the paragraph that

they wrote for the Try It Out! activity

• Explain that academic writing requires

correct capitalization Then go over the

introductory text

• Read the directions for Practice 3 aloud

Have students use the chart on pages 10–11

to complete the exercise Go over the

answers

• Read the directions for Practices 4 and 5

aloud Have students complete the tasks

alone Go over the answers (Note: Students

can mark pages 10 and 11 in their books

[e.g., with a paper clip or a small piece of

paper] so that they can easily go back to the

chart on those pages to fi nd capitalization

rules when they need them.)

• Explain that students may often be asked

for their opinions Point out that students

should always be respectful when giving

their opinions and that they must have

reasons to explain their opinions

• Return the paragraphs that students wrote for the Try It Out! activity on page 10

(Read the paragraphs before returning them

to learn more about your students’ writing styles and profi ciency levels, but do not mark the papers.) Read the directions for the Try It Out! activity on page 13 aloud Have students complete the activity

EXTENSION:

Have students rewrite their self-introduction paragraphs and hand them in Mark the paragraphs using the correction symbols

in Appendix E on pages 250–252 Limit your corrections to (1) “nfs” (needs further support); (2) what students have learned

in Chapter 1 (capitalization, subject-verb agreement, and fragments); and (3) one

or two recurring sentence structure or grammar problems that you see Do not return the papers until students have completed the Sentence Structure section of Chapter 1

• Put these three examples on the board:

1 Luke Skywalker.

2 Luke Skywalker and his friends battled.

3 Luke Skywalker and his friends battled

the evil Empire

• Have students read the defi nition of a sentence at the top of page 14 and identify which of the three examples best fi ts the defi nition of a sentence

• Put the following terms on the board:

subject , verb, simple sentence, compound

subject , compound verb Explain the

meanings

• Go over the introductory text Point out the simple sentence patterns and the examples Also point out how nouns and verbs fi t into the simple sentence patterns For more information, students can look at the list

of grammar terms in Appendix A on pages 240–242

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Phrases (page 15)

• Have students read the example sentences

at the top of the page Point out that the

groups of words in parentheses are phrases

Emphasize that a phrase is not a sentence—

it is a group of words, but it does not have a

subject + verb combination

• Point out that the phrases in the example

sentences all contain a preposition followed

by a noun or pronoun

Have students work with a partner to

complete the task Check the answers of the

fi rst two students who fi nish the exercise

Then have those two students check the

answers of the next two pairs that fi nish

Have students continue checking the

work of their classmates until everyone’s

work has been checked Do the same for

Practice 7

• Have students read the examples at the top

of the page Then have students look at the

fi ve rules for agreement, paying special

attention to the highlighted subjects and

verbs

• Read the directions for Practices 8 and 9

aloud Point out that all fi ve errors in

Practice 9 are subject-verb agreement

errors Have students complete the tasks

Then go over the answers

Variation: Have students write the

complete paragraph for Practice 9 as a

homework assignment Have them use two

different colors of ink—one to write the

paragraph and another to make corrections

When checking the papers, also look at how

students formatted the paragraph and make

suggestions for improvement

• Review the patterns for simple sentences

on page 14 Then go over the introductory

text on page 18 (Remind students that

they can refer to the list of grammar

terms in Appendix A on pages 240–242 if

necessary.)

• Read the directions for Practices 10 and 11 aloud Point out that all four errors in Practice 11 are fragment errors Have students complete the exercises Then go over the answers

Variation: Have students work with

a partner to compare their answers for Practices 10 and 11 before you go over answers with the class

• Have students go to page 4 and review the information about noun and verb forms Say a verb and have students call out the noun that is in the same word family

• Read the directions for Practice 12, Part A aloud Have students fi ll in the chart Go over the answers Display the chart so that students can see the correct word forms

• Read the directions for Practice 12, Part B aloud Emphasize that students must use nouns or verbs from the chart in Part A

Have students complete the task

• Go over the introductory text

• Step 1: Explain the purpose of prewriting

and that listing is just one prewriting

technique that good writers use Have students read the fi rst two examples and discuss the differences Next, have students explain what the writer did in the third example

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activity at the top of page 23 aloud Have

students complete the task alone

• Step 2: Have students read the introductory

text

activity at the bottom of page 23 aloud

Have students complete the task alone

• Step 3: Have students read the introductory

text and fi rst draft Point out that there

are errors and that the author will make

revisions later in the writing process

• Step 4: Explain revising and editing

Point out the Chapter 1 Peer Review

worksheet in Appendix F (page 254)

Explain that students did peer review when

they completed the Try It Out! activity on

page 13

• Have students read the fi rst draft with peer

edits and comments on page 25 and look

for changes in the second draft on page 26

Point out the Chapter 1 Writer’s Self-Check

(page 255), and explain its purpose

• Step 5: Go over the directions Have

students read and note the differences in

the fi nal draft on page 27 If you wish,

point out the Chapter 1 Writing Assignment

Scoring Rubric on page 54 of this Teacher’s

Manual, and explain its purpose

EXTENSION:

Conduct a discussion about the writing

process Ask questions like these: Which

prewriting techniques have you used in the

past? Were they helpful? How many drafts

of a paper do you usually write? Why is it

useful to write multiple drafts?

• Step 1: Have students bring the lists that

they made for the Try It Out! activity at

the top of page 23 to class Go over the

instructions for Step 1 (on page 27) Have

students answer the question in Step 1 and

make any changes to their lists

• Step 2: Go over the instructions Have

students modify their outlines or create new

ones based on changes that they made to

their lists in Step 1

students write draft one either in class

or at home Depending on your course requirements, have students review the page formatting rules for handwritten or typed assignments on pages 6–9

students read the procedures for peer review (page 253) Then summarize the procedures and read the questions on the Chapter 1 Peer Review (page 254) aloud Have students work with a partner and use the worksheet to review each other’s drafts If needed, have students review the correction symbols in Appendix E (pages 250–252) Have writers revise their drafts and write draft two based on their partner’s feedback and their own ideas either in class or at home

• Have students read the Writer’s Self-Check section (page 253) Go over the Chapter 1 Writer’s Self-Check (page 255) Then have students revise their writing further You may decide to collect students’ fi rst drafts and Writer’s Self-Checks to assess their editing before they write their fi nal drafts

students write their fi nal drafts and turn them in If you wish, use the Chapter 1 Writing Assignment Scoring Rubric

on page 53 of this Teacher’s Manual to evaluate students’ fi nal drafts

• Read the instructions aloud (Note:

Students may be uneasy about writing with

a time limit Reassure them that they will not be graded.) Encourage them not to skip the prewriting step because it will help them write a better paragraph

Trang 19

• Read the prompt Indicate when students

should begin writing Signal them when the

suggested time for each step is up (i.e., after

2 minutes, 9 minutes, 15 minutes, etc.)

• Collect the papers after 30 minutes

• Conduct a brief discussion about the timed

writing experience Ask students how it felt

Did they follow all the steps? Were they

able to fi nish in time? What, if anything,

will they do differently next time?

• Decide how you will mark students’

papers It may be enough to check the

topic sentence, supporting sentences, and

conclusion It is not necessary to mark

errors or give a grade

• Ask a few introductory questions: “What

is a journal? What is its purpose or value?

Have you ever kept a journal? How did

you write it (by hand in a notebook or

on a computer)? Who read it? Have your

teachers ever asked you to keep a journal?”

• Provide information about how students

will produce journals for your class

Explain who will read their journal entries

• Point out the Writing Tip on page 30

• Go over the introductory text and the

prompt

• Have students write in class or at home

You may also choose to have them begin

writing in class and complete their entries

for homework

Variation: Instead of the journal topic

given on page 30, have students write

about a topic of your choice or one of the

following topics: your favorite possession,

your worst habit, the people you live with, a

movie star or singer you like

EXTENSION:

Regularly begin class by having students

write in their journals for 10–15 minutes

on topics related to those they have been or

will be working on in class See more on

journaling in the General Teaching Notes

on page 6 of this manual

C H A P T E R 2

Narrative

• Write the chapter title on the board and read

it aloud Point out that a narrative tells a story

• Have students look at the photo and answer the question, giving specifi c details as appropriate

• Read the objectives aloud, or have students

do so Point out that students will write about their own memorable experience at the end of Chapter 2

Variation: Have students imagine what happened before the photo was taken In small groups, have students tell a story about what happened Have a reporter from one or two groups tell their group’s story to the class

• Go over the introductory text Emphasize again that a narrative paragraph tells a story

in time order

• Read the model paragraph aloud, and have students read along silently

• Have students work with a partner or in a small group to answer the questions Go over the answers with the class

• Have students read the explanation Then read the directions for Practice 1 aloud Have students complete the tasks Then go over the answers Do the same for Practice 2

Variation: Have students note that for pronunciation, the fi rst word in a compound word is stressed As an example, point out

the difference in word stress between green

house (a house that is green; not a compound

noun) and greenhouse (a glass building used

Trang 20

In small groups, have students make a

list of four to fi ve additional compound

nouns that include one of the words in the

Practice 2 box (e.g., daytime, daylight,

daycare , nighttime, nightlife, night owl,

grandmother , stepmother) Encourage

them to add the words to their notebooks,

or compile a list and post it on your class

website or blog

Point out the importance of time order in

narrative paragraphs

• Have students look at the chart Emphasize

that these words and phrases are important

because they help the reader follow the

order of actions and events in a narration

Also point out the use of commas

• Read the directions for Practice 3 Have

students complete the task

• Read the directions for Practice 4, Parts A

and B aloud Have students complete each

paragraph and then read each one from start

to end

Have students complete the task and then

compare their answers with a partner

Variation: Have students explain how they

knew the logical time order for each group

of sentences

activity aloud Have students complete the

exercise Collect their papers

EXTENSION:

Divide the class into small groups Have

each student tell the group a story about an

important family event or a funny experience

in their life Encourage students to ask their

classmates questions when the events are not

clear Have students emphasize time-order

signals in their storytelling

• Lead a class discussion based on the questions at the bottom of page 38

• Read the directions for Practice 7, Parts A and B aloud Make sure that students know

the meaning of blizzard Have students

complete the tasks Then go over the answers

EXTENSION:

Have students return to the same groups that they were in when they told a story about an important family event or a funny experience in their life Have students choose one story and discuss the purpose of that story Have students identify details in the story that are important for the purpose

• Have students read the introductory text on page 39

• Explain that “Omusubi Kororin” is a folktale Ask students to explain what a folktale is and give examples Then go over the introductory text

• Read the model aloud, and have students read along silently

Trang 21

Compound Sentences (page 40)

• Write this sentence on the board: An old

couple lived in the countryside Point out

the single subject-verb combination Then

contrast the sentence with the example at

the bottom of page 40 Do not give a lot of

detail—focus on the fact that there are two

clauses (two subject-verb combinations)

and that the word so connects them.

• Point out the meaning of simple sentence

and compound sentence

Coordinating Conjunctions

(pages 41–44)

• Have students read the examples in

the chart Discuss the meaning of the

coordinating conjunctions Also point out

that there is a comma after the fi rst

subject-verb combination (clause) of a compound

sentence

• Have students review the four patterns for

simple sentences on page 14 Point out that

there is no comma between two words or

two phrases in a simple sentence

and B aloud Have students complete the

tasks Go over the answers

Variation: In Part B, have students

underline the subject(s) in each sentence

once and double underline the verb(s) as

they are doing the exercise so that they

can see simple sentences and compound

sentences more easily

Have students complete the exercise and

then write the sentences on the board Do

the same for Practice 10

Have students complete the exercise Go

over the answers with the class

activity on page 44 aloud Have students

do the exercise and hand it in Mark

corrections that focus on coordinating

conjunctions

• Have students read the examples in the chart, paying special attention to the highlighted commas Point out the rules for commas

• Read the instructions for Practice 11, Parts A and B aloud Have students complete the tasks and then compare answers with a partner Discuss the answers with the class, focusing on meaning and the use of commas

• Have students turn to page 33 to review the information about compound nouns

• Read the directions for Practice 12 aloud Have students complete the exercise, writing true sentences about themselves Go over the answers

PREPARATION FOR WRITING

(pages 46–47)

• Explain the meaning of freewriting and

have students read the example Point out that the writer put down ideas in no particular order and that she focused

on ideas only (not sentence structure, grammar, spelling, etc.) to write about her earthquake experience

activity Have students complete the task

Variation: Bring an alarm clock to class or set the alarm on your phone to 10 minutes When the alarm sounds, students must stop writing Avoid using a traditional “alarm sound”—students usually react more positively to time limits when they hear a ringtone or music

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WRITING ASSIGNMENT (pages 48–49)

• Tell students that they will write a narrative

paragraph about a memorable experience in

their lives Then have students look at the

Chapter 2 scoring rubric on page 55 of this

manual (give students a paper copy of the

rubric, display it on a screen, and/or put it

on your course website) Go over the rubric

so that students understand what they are

required to do for their writing assignment

and how they will be graded

students complete the task Remind them

to include information that is related to the

purpose of their narrative

students review the procedures for peer

review in Appendix F (page 253) Read the

questions on the Chapter 2 Peer Review

(page 256) aloud Have students complete

the task If needed, have students review

the correction symbols in Appendix E

(pages 250–252)

• Have students review the Writer’s

Self-Check section of Appendix F (page 253)

Go over the Chapter 2 Writer’s Self-Check

in Appendix F (page 257) Then have

students revise their writing further You

may decide to collect students’ fi rst drafts

and Writer’s Self-Checks to assess their

editing before they write their fi nal drafts

students write their fi nal drafts and turn

them in If you wish, use the Chapter 2

Writing Assignment Scoring Rubric

on page 55 of this Teacher’s Manual to

evaluate students’ fi nal drafts

Variation: Have students submit their

second draft to you via email or a learning

management system If needed, explain

how to use word processing features to

format their papers

• Go over the directions Remind students not

to skip any steps

• Point out the Writing Tip

• Read the prompt and have students begin writing Collect their papers after 30 minutes

• Decide how you will mark students’ papers

It may be enough to write encouraging comments about the content of the writing

It is not necessary to mark errors or give a grade

• Go over the introductory text and the possible journal topics

• Have students write in class or at home

You may also choose to have them begin writing in class and complete their entries for homework

EXTENSION:

Use journaling as a way to set up a dialogue between you and your students Respond to student journal entries by making comments and asking questions that will encourage students to think more deeply, supply more detailed information, communicate personal ideas and feelings, etc

Trang 23

C H A P T E R 3

Basic Paragraph

Structure (pages 51–78)

• Write the chapter title on the board

and read it aloud Point out that most

academic paragraphs have a similar style of

organization

• Have students look at the photo and

describe what the people in the picture

are doing and explain what the purpose of

the activity is Make certain that students

explain the word leisure Have students

answer the question under the photo

(Depending on the previous discussion,

students will expand on or summarize the

discussion when they answer the question.)

do so Point out the writing assignment that

students will do at the end of Chapter 3

• Go over the introductory text Point out

again that academic paragraphs have a

common style of organization Also point

out that students will write a paragraph

using this style of organization at the end of

Chapter 3

• Read the model paragraph aloud, and have

students read along silently

• Have students work with a partner or in a

small group to answer the questions about

the model Go over the answers

• Have students read the explanation about

adjectives and look at the example Point

out the adjective suffi xes

exercises Go over the answers

Variation: Have students circle the

adjective suffi xes in Practice 1, Part B

EXTENSION:

Have students review the information about noun-verb pairs from Chapter 1 (page 4) Then have them create a word family chart with three columns: nouns, verbs, and adjectives Have students write the adjectives from Practice 1, Part B in the chart and then use their knowledge and their dictionaries to add noun and verb forms Point out that some noun and verb forms may be identical and that there may not be a noun or verb for every word family

• Have students read the introductory text Then lead a class discussion about the sandwich illustration

In each of the examples, point out the two

parts of a good topic sentence: the topic and the controlling idea

• Read the directions for Practice 2 aloud Have students complete the task with a partner or in a small group To go over the answers, write each topic sentence on the board Then write student answers under each topic sentence

Variation: Write the three topic sentences

in Practice 2 on the board As pairs or groups fi nish the exercise, have students go

to the board and write one or two examples

of supporting information under each topic sentence

Position of the Topic Sentence

Trang 24

Not Too General, Not Too Speciﬁ c

(page 55)

• Read the text aloud Point out that it is

important for topic sentences to be not

too general and not too specifi c Use the

examples on page 55

tasks Go over the answers

Variation: Have students who complete

each part of the exercise more quickly than

other students prepare an explanation for

their choice of the best topic sentence

Have students do the task with a partner

Have students write topic sentences on the

board Go over the topic sentences

Developing Topic Sentences

(page 59)

• Have students read the introductory text and

examples

• Have students explain the difference

between the examples at the bottom of

page 59 and the top of page 60

• Point out the sample topic sentences on

page 60 Have students underline the topic

and double underline the controlling idea in

each topic sentence Go over the answers

activity aloud Point out the examples Also

point out that students will use their topic

sentence from the Try It Out! activity as the

topic sentence in their Chapter 3 Writing

Assignment Have students do the exercise

Supporting Sentences: Main

• Write the topic sentence from the writing

model (page 52) on the board Have

students read the topic sentence and the

main points that are listed on page 61

Discuss the connection between the topic

sentence and the main points

• Read the instructions for Practice 5 aloud

Have students complete the exercise, but

emphasize that it is not necessary for them

to have three additional main points for each topic sentence While students are working, write the topic sentences and the

fi rst main point for each topic sentence on the board Have students add main points under each Go over the main points

Supporting Details: Examples

• Have students read the introductory text Point out that there is a connection between the topic sentence and the concluding sentence

of an academic paragraph Present the three tips about concluding sentences Point out the examples that accompany each tip Also point out punctuation with transition signals

• Read the directions for Practice 8 aloud Have students complete the exercise Go over the answer

• Read the directions for Practice 9 aloud Have students complete the exercise Then have students compare their answers in small groups and use the tips on page 64

as the criteria for choosing their favorite concluding sentence

Variation: Have the whole class discuss how the tips for concluding sentences given on page 64 are used in each of the sentences on the board

• Read the directions for Practice 10, Parts

A and B aloud Have students complete the tasks Go over the answers

• Have students bring their paper with the topic sentence that they wrote for the Try

It Out! activity on page 60 to class Read the directions for the Try It Out! activity on page 68 aloud Have students do the task

Trang 25

SENTENCE STRUCTURE (pages 69–72)

• Have students look at page 53 to review

what they have learned about adjectives

Point out that adverbs often end in -ly Have

students pay attention to adjectives and

adverbs as they read the model on page 69

• Have students look at the photo Explain

that the person in the photo is skydiving and

that skydiving is a kind of adventure activity

Tell students that they will read about other

adventure activities in the model

• Read the model paragraph aloud, and have

students read along silently

Adjectives and Adverbs in Basic

• Have students read the examples in the

chart, using the yellow (subject), green

(verb), and pink (object) highlighting to

identify the subject-verb pattern in each

sentence The parentheses will help them

identify the prepositional phrases

• Point out the meaning of transitive and

intransitive Point out the objects that are

highlighted in pink in the chart Point out

that nouns following prepositions in phrases

are also objects

• Have students read the information below

the chart Then point out the placement of

adjectives and adverbs in the four examples

(Note: Remind students that they can refer

to the list of grammar terms in Appendix A

on pages 240–242 if necessary.)

and B aloud Have students work with a

partner to complete the tasks Then go over

the answers Do the same for Practices 12

and 13

• Have students quickly reread the

information about adjectives on page 53

A and B aloud Remind students to write

true sentences in Part B Encourage them to give details as in the model, and encourage

them to not use be (am, is, are, was, were, etc.) in sentences (e.g., My personality is

analytical.)

EXTENSION:

Divide the class into small groups and have students answer these questions: What kind of information do adjectives give?

How do adjectives add color and detail to sentences? What kind of information do adverbs give? How do adverbs add color and detail to sentences? Have groups share their answers with the whole class

• Have students look at the photo Ask:

“What kind of music is this person

probably dancing to? How do you know?”

Show photos of punk fashion, reggae fashion, hard rock fashion, grunge fashion, and so on, and have students identify the corresponding kind of music

• Have students read the detailed outline

Point out the use of capital letters and numbers Point out how the outline indents

A and B aloud Have students complete the outlines In groups, have students compare their outlines and discuss differences Go over the answers

Trang 26

In groups, have students discuss their

experience with outlining If students have

done academic writing in the past, have

them explain when they used outlining

and what kind of outlining they did (have

them describe the outlines) Have students

explain why they liked or did not like

outlining

• Tell students that they will write a paragraph

about a hobby or sport that they enjoy

• Have students look at the Chapter 3 scoring

rubric on page 56 of this manual Give

students a paper copy of the rubric, display

it on a screen in your classroom, and/or

put it on your course website Go over the

rubric with students so that they understand

what they are required to do for their

Chapter 3 writing assignment and how they

will be graded

students begin with the diagram that they

made for the Try It Out! activity on page 68

and modify it based on changes that they

made in Step 1 Have students follow the

Step 2 instructions to create a detailed outline

questions on the Chapter 3 Peer Review

(page 258) aloud Have students complete

the task If needed, have students review

the correction symbols in Appendix E

(pages 250–252)

Self-Check section in Appendix F (page 253)

students write their new drafts and turn them in Use the Chapter 3 Writing Assignment Scoring Rubric on page 56 of this Teacher’s Manual to evaluate students’ writing

Variation: Have students submit their second draft to you via email or a learning management system If needed, explain how to use word processing features to format their papers

• Go over the Self-Assessment See Options for using the Self-Assessment on page 6 of this manual

to skip any steps

• Read the prompt and have students begin writing Collect their papers after

30 minutes

• Have students read the introductory text and the sample summary

Variation: Display the sample summary

on page 78 on a screen in your classroom While it is displayed, have students turn to page 52 and reread the writing model Have students compare the writing model and the summary

• Point out the three keys to writing a summary and the Writing Tip

• Have students complete the task Then have them compare their summaries with a partner

Trang 27

C H A P T E R 4

Logical Division of

Ideas (pages 79–101)

it aloud Explain that logical division of

ideas is a way of organizing information in

an academic paragraph

• Have students look at the photo and

describe what they can see about the

woman’s shopping experience (e.g., she

is buying clothing, enjoying the shopping

experience, and paying with a credit

card; she is shopping at what could be an

upscale designer store; she is not shopping

online, not shopping at a secondhand

store, not shopping at a discount store such

as Walmart) Have students answer the

question under the photo

• Go over the introductory text Review

the three main parts of an academic

paragraph: the topic sentence, the body,

and the conclusion Point out the body may

be organized in many different ways but

that it must always have unity (focus) and

coherence (logic)

• Have students read the writing model Have

them focus on the reasons that the writer

does not want to have a credit card

• Explain the meaning of synonyms Have

students look at the examples

• Explain that dictionaries may list words

as synonyms even though the words do

not have exactly the same meaning To

illustrate this point, have students read the paragraph under the chart

• Read the instructions for Practice 1, Parts A and B aloud Have students do the exercises with a partner Go over the answers

EXTENSION:

Use a dictionary such as the Longman

Dictionary of American English Point out where synonyms are listed and how the dictionary explains the similar yet often different meanings of synonyms (Use an

example such as the word cheap Point out

the Thesaurus label and the information contained in that section for the dictionary

entry cheap.)

• Point out that logical division of ideas is a

way of organizing information It divides

a topic into parts It presents one part and explains it, presents a second part and explains it, and continues in the same way until the writer has fi nished developing the topic

• Have students read the many different ways

of dividing a topic into parts (e.g., reasons, types, or advantages / disadvantages) and presenting the parts logically, one after the other

• Point out that, like other academic paragraphs, logical division of idea paragraphs have a topic sentence, a body, and a conclusion Point out that each part

of the paragraph clearly shows the logical division of ideas

• Have students read the examples of topic sentences on page 83 Point out that the controlling idea states how the paragraph is

logically divided (reasons for a vegetarian lifestyle, qualities of a good boss, and

kinds of software) Next, have students read the main points Emphasize that these sentences also show the logical organization

Trang 28

supporting details Have students fi nish by

reading the concluding sentences, which

summarize the main points of the logical

division of ideas

Have students complete the exercise

Go over the answers Do the same for

Practice 3

activity Point out that students must use

many of the skills they have learned so far

to complete the exercise Also point out that

they are going to write a topic sentence and

outline that they will use in their Chapter 4

Writing Assignment Then have students

work through the Try It Out! activity

step-by-step

Unity in the Supporting Sentences

Point out that English academic writing

should be focused Emphasize that all of the

main points and supporting details must be

directly related to the topic and controlling

idea

Have students complete the task Go over

the answers

Variation: Defi ne the word irrelevant

Have students explain why the sentences

that were removed from each paragraph

were irrelevant

EXTENSION:

Have students go back to the outline that

they prepared for the Try It Out! activity on

page 84 Have them review the outline for

unity and make any necessary changes

Coherence in the Supporting

Emphasize that English academic writing

should be well organized; that is, it should

be logical and easy for the reader to follow

Explain that coherence means the main

points and supporting details of a paragraph

are presented logically (e.g., by reasons, types, advantages, and disadvantages)

Coherence also means there are clear signals that allow readers to focus on the main points and supporting details as well as make connections from one point to the next Point out that students will learn about three ways

to have coherence in their paragraphs

Putting Each Supporting Sentence

• Read the directions for Practice 5 aloud Have students do the exercise Go over the answers

Using Nouns and Pronouns

of academic writing

• Read the directions for Practice 6 aloud Have students complete the task Go over the answers Do the same for Practice 7

Placing and Punctuating

• Point out that students have already learned about time order signals, signals for examples, and signals for concluding sentences

• Have students read the introductory text and look at the chart Point out that the organization of the chart corresponds to the ways that information can be presented / organized in academic paragraphs Also point out that the chart contains three different categories of signal words:

sentence connectors, coordinating conjunctions, and others

Trang 29

• Discuss each category of signal words

separately Point out the placement and

punctuation of the signal words in each

category Use the highlighting and bold

print on page 91 to focus students’ attention

on the signal words Have students review

this information for homework

tasks

Have students complete the exercise Write

the answers on the board so that students

can see capitalization and punctuation Do

the same for Practices 10 and 11 Also point

out the Writing Tip

EXTENSION:

Have students reread the writing model on

page 80 and then analyze it for pronoun

consistency and/or the use of transition

signals

Run-ons and Comma Splices

(page 96)

• Have students turn to page 18 to see

examples of sentence fragments

• Point out the defi nitions of run-on and

comma splice and the examples on page 96

(Note: If necessary, students can refer to

the list of grammar terms in Appendix A on

pages 240–242.)

Correcting Run-ons and Comma

• Point out the three ways to correct comma

splices Emphasize the highlighted

punctuation in the examples and the use

of sentence connectors and coordinating

conjunctions (Note: If necessary, refer

students back to the chart on page 89–90

for examples of sentence connectors and

coordinating conjunctions.)

Finding Run-ons and Comma

• Point out that this section gives three tips

on fi nding run-ons and comma splices:

(1) check all sentences that have commas, (2) read long sentences aloud, and (3) look for “danger words” in the middle of a sentence Have students number the three tips on pages 96–97 Go over the examples for each tip Have students read pages 96–97 for homework

• Read the directions for Practice 12 aloud Have students complete the exercise

Go over the answers Do the same for Practice 13

EXTENSION:

Divide the class into small groups and have students in each group discuss the problems that run-ons and fragments cause for readers of academic writing (e.g., diffi culty seeing where one idea ends and the next begins, diffi culty remembering ideas from the beginning of a long sentence to the end, diffi culty making connections between ideas when there are fragments)

• Have students review the information about synonyms on page 81

A and B aloud Have students complete the tasks Go over the answers

• Tell students that they will write a paragraph about buying habits that uses logical division of ideas

• Have students look at the Chapter 4 scoring rubric on page 57 of this manual Give students a paper copy of the rubric, display

it on a screen in your classroom, and/or put it on your course website Go over the rubric so that students understand what they are required to do for their Chapter 4 writing assignment and how they will be graded

Trang 30

• Step 1: Have students bring the

brainstorming that they did for the Try it

Out! activity on page 84 to class Go over

the instructions for Step 1 Have students

complete the task

• Step 2: Have students bring the outline that

they wrote for the Try It Out! activity on

page 84 to class Go over the instructions

for Step 2 Have students complete the task,

modifying their outlines based on changes

that they made in Step 1 (If students have

chosen to write about a different topic, have

them make a new detailed outline.)

students follow the instructions to write the

fi rst draft of their paragraph

questions of the Chapter 4 Peer Review

(page 260) aloud Have students work with

a partner and use the worksheet to review

each other’s drafts If needed, have students

review the correction symbols in Appendix

E (pages 250–252) Have writers revise

their drafts and write draft two based on

their partner’s feedback and their own ideas

either in class or at home

format their papers

to skip any steps

• Read the prompt and have students begin writing Collect their papers after 30 minutes

• Have students review what they learned about summary writing in Chapter 3 Go over the three keys to summary writing on page 101

• Have students reread “Why Advertisers Care about Young Shoppers” on page 98 and summarize it

• Have students work with a partner to compare their summaries Have students use the Writing Tip and the three keys

to writing a summary that are listed on page 101 as a writer’s self-check and make changes to their summaries Collect the

fi nal version of the summaries

Variation: Divide the class into small groups, and have students in each group compare their summaries Have each group hand in one summary This summary can be

a summary done by an individual student that the group has selected, or it may be a new summary that the group members have prepared together

Trang 31

C H A P T E R 5

Process Paragraphs

(pages 102–120)

it aloud Have students give examples of

process (how-to) writing

• Have students look at the photo and then

describe what the instructor in the photo

is doing and what the students are doing

Discuss the meaning of active learner

Have students answer the question under

the photo On the board, make a list of the

steps that students can take to be successful

in school

• Go over the introductory text Point out that

like logical division, the steps in a process

are one more way of presenting information

in an academic paragraph Emphasize

that the way a paragraph is organized is

connected to the topic, the controlling idea,

and the purpose of the paragraph

• Have students read the model paragraph,

focusing on the steps for students to follow

if they want to get good grades.

the model Go over the answers with the

class On the board, write the main points /

the steps that students should follow

• Explain that phrasal verbs are sometimes

called two-word verbs / three-word verbs

• Write these two sentences on the board:

1 There was a fl ash of light in the sky , so I

looked up 2 I looked up several words in

my dictionary Demonstrate the meaning of

looked up in sentence 1 Point out that the

meaning clearly has two parts—the verb

look and the adverb that shows direction Point out that in sentence 2, the two words together have the meaning of “try to fi nd information.”

• Read the instructions for Practice 1, Parts A and B aloud Have students do the tasks Go over the answers

EXTENSION:

In groups, have students make a list of fi ve

to seven additional phrasal verbs that they have heard or seen Write the phrasal verbs

on the board Encourage students to add the idioms to their notebooks, or compile a list and put it on your class website

• Point out that, like other academic paragraphs, process paragraphs have a topic sentence, a body, and a conclusion Point out that each part of a process paragraph

is related to the topic of the paragraph and the steps in the process that the paragraph describes

Topic Sentences in Process

as steps, procedure, process, directions,

suggestions , and instructions

Supporting Sentences in Process

• Have students read the examples of supporting sentences Emphasize that these are the steps and the details of the process that is presented in the topic sentence

Trang 32

Concluding Sentences in Process

• Have students read the examples of

concluding sentences Point out that the

concluding sentence of a process paragraph

can give the last step in the process, or it

can sum up the results / give the purpose of

the process

Have students complete the task with a

partner Go over the answers

Variation: Make sure that students’

sentences have a variety of words such as

steps, process, directions, suggestions

Using Time Order in Process

• Read the introductory text

• Have students review the time order signals

in the chart Remind students that then and

now do not take commas

task Then go over the answers

Have students complete the exercise Show

the number at the bottom of the book in

the photo and go over the meaning of call

number Go over the answers to Practice 4

EXTENSION:

Display the sentences on a screen in your

classroom in the correct time order Have

students call out important words that

helped them determine the correct time

order Circle the important words, and point

out that the repetition of nouns and the use

of synonyms is important for coherence

Then have them look at the conclusion of

the writing model and note the purpose

stated in the conclusion

• Have students bring their papers for

Practice 2 to class Before students do

Practice 5, have them go back to the writing

model and note the connection between the topic sentence and the conclusion

• Read the directions for Practice 5 aloud Have students work with the same partner(s) that they worked with in Practice 2 Have students look at their topic sentences from Practice 2 and write conclusions on a new piece of paper

EXTENSION:

Have students outline the writing model

so that they can clearly see the connection between the topic sentence, the steps in the process, and the conclusion

• Explain the meaning of audience as it

relates to academic writing Then have students read the introductory text

• Read the directions for Practice 6, Parts A and B aloud Have students complete the tasks Go over the answers For Part B, on the board, write the clue words that students call out

EXTENSION:

Divide the class into small groups and have students in each group work together to list the kind of information that would be included in a paragraph telling professors what to do if they hear an emergency alarm during class

activity aloud Have students complete the task in class or for homework

Variation: Have students write Paragraph 1 and Paragraph 2 on separate pieces

of paper Then have students work in groups and compare their paragraphs

Have each group select and hand in one version of Paragraph 1 and one version of Paragraph 2

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SENTENCE STRUCTURE (pages 110–117)

• Read the introductory text aloud

• Have students read the model Then have

students work with a partner or in a small

group to answer the questions about the

model Go over the answers

Clauses and Complex Sentences

(page 112)

• Write the terms clause, independent clause,

simple sentence , compound sentence,

dependent clause , and complex sentence

on the board Explain the terms as outlined

below (Note: Refer students to the list of

grammar terms in Appendix A on pages

240–242 for more defi nitions and examples.)

• Use the examples to explain the terms

clause , independent clause, simple

sentence , and compound sentence.

• Point out the difference between an

independent clause and a dependent clause

Point out that dependent clauses do not

have capital letters or periods, and they are

not sentences

• Emphasize that a dependent clause must

be combined with an independent clause to

form a complex sentence.

• Use the examples to show the order of the

independent clause and dependent clause

in a complex sentence Point out the use of

commas in complex sentences

• Point out the meanings (time, reason,

purpose, condition) of the subordinators in

the chart Focus students’ attention on the

highlighted words and the meaning of the

• Read the directions for Practice 8, Parts A and B aloud Have students complete the exercises Then go over the answers

Variation: Have students add a title to the paragraph in Exercise 8, Part A

activity aloud Have students complete the task with a partner After each pair

of students shares their answers with another pair, collect a single version of the paragraph for the group of four

EXTENSION:

In groups, have students compare the original “Note Taking 101” and their revised drafts of the paragraph Have students make a list of three to four ways that their revisions improved the paragraph

• Have students review phrasal verbs on page 104

• Read the directions for Practice 9 aloud Have students complete the exercise As space allows, have student write answers on the board so that there will be two to three sentences for each item

EXTENSION:

Have students write a paragraph about one of the topics in their journal When responding to the journal, focus on the steps

in the process—ask questions if the steps are unclear or incomplete Keep audience, purpose, and the order of the steps in mind

• Tell students that they will write a paragraph about self-improvement Their paragraph will describe a self-improvement process

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students a paper copy of the rubric, display it

on a screen in your classroom, and/or put it on

your course website Go over the rubric with

students so that they understand what they

are required to do for their Chapter 5 writing

assignment and how they will be graded

students complete the task If students need

to review brainstorming techniques, they

can refer to Chapter 1 for listing (pages 21–

23) and Chapter 2 for freewriting (page 47)

• Step 2: Go over the instructions If students

need review of detailed outlines, refer them

to Chapter 3 (pages 73–75)

students follow the instructions to write the

fi rst draft of their paragraph

questions of the Chapter 5 Peer Review

(page 262) aloud Have students work

with a partner and use the worksheet to

review each other’s drafts If needed, have

students review the correction symbols in

Appendix E (pages 250–252) Have writers

revise their drafts and write draft two based

on their partner’s feedback and their own

ideas either in class or at home

format their papers

to skip any steps

• Read the prompt and have students begin writing Collect their papers after

30 minutes

• Have students reread the model on page 111 and point out the Writing Tip

on page 120

• Have students follow the steps in the model

to write and send an email to you Respond

to the emails

C H A P T E R 6

Definition

• Write the chapter title on the board and read it aloud Have students predict how a defi nition paragraph will be different from a dictionary defi nition

• Have students look at the photo and describe what the man’s job is Have students explain whether they think the man

is courageous Then have students answer the question under the photo

do so Point out the writing assignment that students will do at the end of Chapter 6

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INTRODUCTION (pages 122–124)

• Have students read the introductory

information Point out the usefulness of

defi nition paragraphs

• Have students read the model paragraph,

focusing on the kinds of information that

the writer includes in her defi nition

information and examples

• Show students or have students explain

where they can fi nd word origins in a

dictionary such as the Longman Dictionary

of American English Use these words

as examples: automatic and mobile

Point out related words (e.g., autostart,

autobiography , automobile, mobile phone)

and how their meanings are connected to

the word origins

Have students do the exercise Go over the

answers

Remind students of the idiom have a big

heart Have students do the task Go over

the answers

EXTENSION:

In groups, have students make a list of

four to fi ve additional idioms that they

have heard or seen Write the idioms on

the board Encourage students to add the

idioms to their notebooks, or compile a list

and put it on your class website or blog

• Point out that defi nition paragraphs have

a topic sentence, a body, and a concluding

sentence like other academic paragraphs

• Go over the three key pieces of information

in the topic sentence of a defi nition

paragraph They are listed on page 124

Have students study the chart on page 124

• Point out that the body of a defi nition

paragraph generally presents what, where,

when , how, or why information that further

explains the defi nition in the topic sentence Have students read the examples at the bottom of page 124

• Explain that the concluding sentence of a defi nition paragraph often explains why the defi nition is important, interesting, or unique Have students read the examples at the top of page 125

Explain that a dictionary is a good place

to start but that a good defi nition requires more than a dictionary defi nition

Have students discuss the similarities and differences between the dictionary defi nition and the defi nition in the model

• Read the directions for Practice 3 aloud Have students do the exercise Go over the answer Do the same for Practices 4, 5, and 6

Variation: Have students identify the term / person / concept, the category or group, and the distinguishing characteristics

in the topic sentence in Practices 3 and 5

activity aloud Have students complete the task Go over the answers

• Point out the photo of the No Rooz table on page 129 Tell students they will read more about the No Rooz table and other holidays

in the model on pages 128–129

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• Read the introductory text aloud Then have

students read the model

EXTENSION:

In groups, have students discuss the most

important holiday celebration in their home

country or culture Have students explain

when the holiday is celebrated, what the

history of the holiday is, what the reason

for the celebration is, what people do to

celebrate the holiday, and so on

• Read the defi nition of appositives aloud

Have students read the examples Point

out that the bold words (the appositives) in

each example are nouns or noun phrases

that give information about the noun that

immediately precedes them (Note: You can

refer students to the list of grammar terms

in Appendix A on pages 240–242 for more

information and examples.)

Comma Rules for Appositives

(page 130)

• Write the sample sentences from page 129

on the board without the appositives Point

out that Persian names a specifi c language

and fudge names a specifi c kind of candy—

the meanings of Persian and fudge are

clear without the appositive Therefore,

the appositives give unnecessary / extra

information and use commas However,

the identity of the friend is unclear in

the sentence My friend makes incredible

chocolate fudge Therefore, the appositive

Tina is necessary to clearly name which

friend makes the fudge It does not use

commas

• Point out that if an appositive follows a

proper noun (a noun that is capitalized), the

appositive uses commas Point out that if an

appositive follows a noun with an adjective

such as fi rst, last, best, worst, favorite, the

appositive uses commas Have students

read the information about appositives on pages 129–130 for homework

• Read the directions for Practice 7 aloud Have students do the exercise Go over the answers

Variation: Have students remove the underlined appositive from each sentence to see if the meaning of the sentence is clear without the appositive

• Have students read the examples Point out that the bold groups of words are adjective clauses Explain that the purpose

of adjective clauses is to describe nouns and pronouns and that they usually appear after the noun or pronoun that they describe Point out that adjective clauses are

sometimes called relative clauses.

• Write that originally meant “holy

day” on the board Point out that adjective clauses are dependent clauses In other words, they must be connected to an

independent clause Add “Holiday” is a

word from Old English, and underline it Point out that this is an independent clause

Double underline that originally meant

“holy day” and point out that this is a dependent adjective clause

• Point out that adjective clauses begin with

words such as who, whom, which, and that Explain that these words are called relative

pronouns and that a relative pronoun connects the dependent adjective clause to the independent clause and to the noun or pronoun that it describes

Comma Rules for Adjective

• Write the two examples at the top of

page 132 on the board without the

adjective clauses Point out that Every

culture in the world has special days does not specify which days / what kind of days Add the adjective clause to give the

necessary information Point out that Many

Halloween customs started with the Celts is

a sentence about a specifi c group of people Add the adjective clause and explain that it

Trang 37

gives unnecessary / extra information about

the Celts Add the comma Have students

state what they notice about how commas

are used with adjective clauses Point out

that adjective clauses use the same comma

rule as appositives Have students read

the information about adjective clauses on

pages 131–132 for homework

Have students complete the exercise Then

go over the answers

Complex Sentences with

• Use the Valentine’s Day example at the top

of page 133 to illustrate all of the points

about adjective clauses that are presented

on the page

• On the board write two simple sentences:

Valentine’s Day is popular in many

countries + Valentine’s Day is a holiday of

love and friendship

• Explain that the simple sentences can be

combined into one complex sentence with

an independent clause and a dependent

clause On the board, write Valentine’s Day,

which is a holiday of love and friendship ,

is popular in many different countries

Underline Valentine’s Day is popular in

many countries and point out that it is

the independent clause Double underline

the adjective clause which is a holiday of

love and friendship Point out that it is a

dependent clause that cannot be a sentence

by itself

• Point out that the purpose of the dependent

adjective clause is to provide information

about Valentine’s Day Point out that

“Valentine’s Day” is the antecedent, the

noun that is described / modifi ed by the

dependent adjective clause Point out

the defi nition of antecedent at the top of

page 133

• Point out that the dependent adjective

clause must be placed as close as possible

to its antecedent Point out the “confusing”

and “clear” examples included with

its meaning from its antecedent noun

Point out that there must be subject-verb

agreement between which / Valentine’s Day and is Point out the two examples with

number 2

• Return to the example on the board Add

the pronoun it after which Point out that

just one pronoun, the relative pronoun, should be used because the relative pronoun connects the dependent adjective clause to the independent clause and the noun that

it describes Point out the example with number 3

• Remind students that in addition to

its connecting function, which also

functions as the subject in the dependent adjective clause Have students review the information about complex sentences with adjective clauses on page 133 for homework

Subject Pronouns: Who, Which,

• Remind students that in addition to its connecting function, the relative pronoun in

a dependent adjective clause can function

as the subject of the clause Have students

look at the chart Point out that who and that (informal) are used as relative

pronouns in adjective clauses that describe

people Point out that which and that are

used as relative pronouns in adjective clauses that describe things

• Have students read the examples for extra information adjective clauses at the top of page 134 Emphasize the following: When

adjective clauses have commas, use who for people and which for things Do not use that.

• Have students read the examples for necessary information adjective clauses Point out the options for relative pronouns Have students review the information about subject relative pronouns on pages 133–134 for homework

Trang 38

Point out that the second sentence in each

pair will become the dependent adjective

clause Remind students to add commas as

needed Have students complete the exercise

Then go over the answers, referring to the

explanations on pages 133–134 as necessary

Object Pronouns: Whom, Which,

That, and Ø (no pronoun) (page 135)

• Point out that in addition to its connecting

function, the relative pronoun in a

dependent adjective clause can function as

an object in the clause

• Have students look at the chart Point out

the formal and informal options Also point

out the placement of the relative object

pronoun at the beginning of the adjective

clause, before the subject Emphasize the

following: That does not appear in Extra

Information boxes of the chart Ø does not

appear in the Extra Information boxes of

the chart

• Have students read the examples for extra

information adjective clauses at the top

of page 136 Point out that the relative

pronouns function as objects in the

dependent adjective clauses Emphasize

the following: When adjective clauses have

commas, use whom (or who informally)

for people and which for things Do not

use that.

• Have students read the examples for

necessary information adjective clauses

in the middle of page 134 Point out that

the relative pronouns function as objects

in the dependent adjective clauses Also

point out the options for relative pronouns

Have students review the information about

object relative pronouns on pages 135–136

for homework

and B aloud Point out which sentence

will become the adjective clause Remind

students to add commas as needed Have

students complete the exercises Go over

the answers, referring to the explanations

on page 133 and on pages 135–136 as

• Have students read the examples for extra information clauses at the top of page

138 Emphasize the following: When and

Where replace prepositional phrases in the examples The prepositions do not appear

in the adjective clauses Have students read the examples for necessary information

clauses Emphasize the following: Where

replaces a prepositional phrase in the second example The preposition does not appear in the adjective clause Have students review the information about relative adverbs on pages 137–138 for homework

Remind students that the second sentence in each pair will become the adjective clause Then go over the answers, referring to the explanations on page 133 and on pages 137–138 as necessary

• For homework, have students read the examples in the chart on page 139 and review the information about relative

pronouns and adverbs (Note: Students can

mark page 139 in their books [e.g., with

a paper clip or a small piece of paper] so that they can easily go back to the chart for information on adjective clauses / relative clauses and relative pronouns.)

Go over the answers Do the same for Practice 13

activity aloud Review the terms simple

sentence , compound sentence, and complex

sentence Have students complete the exercise Then go over the answers Discuss alternative answers that students offer

Trang 39

!Applying Vocabulary (page 142)

• Have students review the information about

word origins and idioms on page 123

A and B aloud Have students complete the

tasks Then go over the answers

EXTENSION:

All of the items in Practice 14, Part B have

complex sentences Have students read the

sentences they have written and call out the

dependent clause(s) in each sentence Have

a student come to the board and double

underline the adjective clause(s) with the

help of the other students in the class

(pages 143–144)

information at the top of page 143

• Have students look at the cluster diagram

and explain the different colors in the

diagram; provide help as needed

• Have students reread the writing model on

pages 122–123 Divide the class into small

groups and have students in each group

point out ideas that are in both the writing

model and the cluster diagram and those

that are not

• Have students read the paragraph at the

bottom of page 143

activity aloud Read the instructions for

each number aloud, wait for students to do

the activity, and then move on to the next

number Have students continue developing

their cluster diagrams on their own

• Tell students that they will write a defi nition

paragraph about a word, concept, or custom

students a paper copy of the rubric, display

it on a screen in your classroom, and/or

put it on your course website Go over the

rubric with students so that they understand

what they are required to do for their Chapter 6 writing assignment and how they will be graded

students complete the task by using the cluster diagram they developed in the Try It Out! activity on page 144

students complete the task If students need review of detailed outlines, refer them to Chapter 3 (pages 73–75)

• Step 4: Go over the instructions for Step 4

Have students review the procedures for peer review in Appendix F (page 253)

Read the questions of the Chapter 6 Peer Review (page 264) aloud Have students work with a partner and use the worksheet

to review each other’s drafts If needed, have students review the correction symbols

in Appendix E (pages 250–252) Have writers revise their drafts and write draft two based on their partner’s feedback and their own ideas either in class or at home

• Have students review the Writer’s Check section of Appendix F (page 253)

Self-Go over the Chapter 6 Writer’s Self-Check

in Appendix F (page 265) Then have students revise their writing further You may decide to collect students’ fi rst drafts and Writer’s Self-Checks to assess their editing before they write their fi nal drafts

students write their fi nal drafts and turn them in If you wish, use the Chapter 6 Writing Assignment Scoring Rubric

on page 59 of this Teacher’s Manual to evaluate students’ fi nal drafts

Variation: Have students submit their second draft to you via email or a learning management system If needed, explain how to use word processing features to format their papers

Trang 40

EXPANSION (pages 146–147)

to skip any steps

• Read the prompt and have students begin

writing Collect their papers after 30

minutes

It may be enough to write encouraging

comments about the content of the writing

It is not necessary to mark errors or give a

grade

• Have students read the introductory text and

examples Point out when paraphrasing is

used for academic purposes Emphasize the

importance of using paraphrasing to avoid

plagiarism

• Read aloud the two sentences on page

147 that students are going to paraphrase

Have students fi nd the two sentences in the

writing model on pages 122–123 so that

they can better understand the sentences in

context Then have students paraphrase the

two sentences and discuss them in small

groups

C H A P T E R 7

Cause / Effect

• Write the chapter title on the board and

read it aloud Explain that cause / effect is

another way of focusing and organizing

information in academic paragraphs

• Have students look at the photo and explain

why all the bikes in the photo are the same

Have students explain what they know

about bike sharing programs (e.g., where

bike sharing programs are located, who

owns the bikes, how the payment system

works, where riders can pick up and drop

off bikes, if riders can take the bikes home,

what the purpose of bike sharing programs is) Provide background information on bike sharing programs as necessary

• Have students answer the question under the photo

do so Point out the writing assignment that students will do at the end of Chapter 7

• Point out that cause / effect analysis is a common task in academic writing

• Have students read the writing model Have them focus on what made the Vélib’ bike rental program successful

• Have students read the introductory information Point out that the prefi xes in the examples change the meanings of the words

Go over the New Word column of the chart and point out how the words were formed Have students do the exercise Then go over the answers

EXTENSION:

On the board, re-create the chart with just the prefi x column fi lled in Make the rows wide enough for multiple new words to be added for each prefi x Have students work with a partner to write two to three new words that have one of the prefi xes from the chart Have students add their new words, along with the base words, to the chart

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